School-to-Prison Pipeline: Biases and Contributions of Educators Regarding Individuals with Communication Disorders

Abstract

Some individuals with communication disorders are disproportionately affected by the school-to-prison pipeline and can be at increased risk for being charged for an offense and interacting with the criminal justice system. Many factors contribute to the pipeline, including zero-tolerance behavior policies and the lack of intervention services, so educators can contribute significantly to the issue. This study intends to determine the influence and perception of educators on individuals with communication disorders by understanding their ability to recognize signs of the disorders and the effectiveness of training programs. A survey was designed to determine beliefs on policies, the ability to recognize behaviors of communication differences, and the influence of training. Educators from a state in the southeastern region were invited to participate in the survey through email and social media. Educators who received training from a speech-language pathologist (SLP) were less likely to discipline students for behaviors that could be due to a communication difference and more likely to refer them to services. Additionally, they reported a significant desire to have more training and increased communication with an SLP. The results of this research emphasize the importance of the need for advocacy from speech pathologists and interdisciplinary collaboration among these professionals to prevent negative consequences of the pipeline.